1. Copyright © 2006 Accenture All Rights Reserved. Accenture, its logo, and High Performance Delivered are trademarks of Accenture. Analytics Driven and Competency Based Curriculum Optimization Dr. Hubert Vogt

2. The reform of German Federal Armed Forces requires a „multi skilling“ approach for the Military Maintenance Forces 1 Various tech. entry occupations Training requirements according to the unit's current vehicle pool 20-month regeneration time between deployments Vehicles from deployment often aren't available in the unit ? ? Multiple skills Skills for deployed systems Continuous readiness Avoidance of excessive training time Maintenance of multiple systems by one soldier Complex technology Wide spectrum of vehicles High training requirement for each vehicle Challenges Domestic base situation Mission contingent planning … Influencing factors from domestic base Training requirement according to missions Operational challenges of the Military Maintenance Forces

3. Methodical Challenges Various yet unrelated learning relevant objects systematically had to be set into relation to each other 2 Profiles of Existing Courses and Course Modules Current Service Post Types (single skilled) Vehicle Types and Quantity needed in Missions Learning Demand for new Course Types Reduced Time to Competency for Multi Skilled Maintenance Forces Maintenance Task Types and Task Frequencies & Durations in Missions Efficiently tailored Learning Curriculum and Courses for Multi Skilled Maintenence Forces Quantity of Maintenance Forces in Missions Starting Point Intended Outcome

4. Consistent determination of training demand and contents from mission requirements is key to the approach Basic principle I: Focusing on mission requirements 3 Domestic base Personnel Performance oriented forces deployment Personnel Current: Domestic base Planning originates from service posts at the base Future: Mission orientation Planning originates from competencies for deployment Personnel requirement Competencies/ skills

5. A Competency Model ensures that the training offerings and personnel requirements for missions are synchronized with each other 4 Basic principle II: Building on capabilities & skills for synchronization Skill Requirements of service posts Capabilities & skills demand according to LoA/ mission demand Training modules Training types Individual competencies & skills (persons) Competency Model How often is each course type being offered? Who should attend which type of training? Which courses types will be needed? Which delta training will be required for the common pick-up point?

6. Competencies that can be taught together will be identified based on similarities of technical systems Basic principle III: Utilizing technical synergies in training content 5 SysTech I - MARDERSysTech I – PzHSysTech I - LEOPARD System family section Spec. Tr. LEO2Spec. Tr. MARDERSpec. Tr. PzH Basic module 105 TUs 86 TUs 19 TUs Triple competency in shorter time Multiple competency in current learning system Multiple competency in the system family-based learning systematic comm. Contents that can be taught in common on facility level Motor Drive common sys- spec. sys- spec. sys- spec. sys- spec. sys- spec. No training contents loss etc Common technical contents will be taught only once, significantly shortening the training time necessary for acquiring multiple skills

7. A data based and analytics driven tools allowed to optimize the curriculum across more than 50 courses within only 3 months Approach and Toolset 6 Development of basic structure for the Competencies & Skills model Identification of system families Evaluation of course curriculums Determination of training demand (participants, course runs, trainer demand) based on LoA/ mission scenarios Derivation of course modules Definition of a new learning systematic and course portfolio Creation of courses Cluster Analysis Demand Model Competency Model Course Profile Generator Curriculum Competency Mapper Synergy Model : Utilized tools

8. More than 50 courses have been optimized according to similarities and specifics of technical systems Central Outcome: A more effective and efficient modular training curriculum 7 Chain system family Training type "System- specific topics" Training type "System family common topics" Section "Adjustm ent" Section "Military tech. basics" Section system family Module Common Module Common Training specifics system N Module specifics Training specifics System '1' Module Specific Module Specific Weeks of training 20 TUs35 TUs System family chain PzH 2000 LEOPARD 2 LEOPARD 1 KEILER MARDER Chain system family Cluster A Cluster B Cluster C 29% 14% 28% Efficiency gains Example

9. Outlook What is in it for you? 8 Learning offerings correspond to mission scenarios Multiple skills learned in shorter time frames Deployment preparation is faster and more flexible Shorter Time to Competency and Deployment Identification of synergies through similarities in training content Central Competency Model Methods and tools can be reused Innovative Methods for competency based curriculum design Possible to redesign a course portfolio within ~ 4 months Relevancy and acceptance through tight integration/ cooperation on working level (bottom-up) Quick and reliable (re-) design of huge course portfolios New methods how to derive learning demand and learning offering gaps from mission scenarios / workplace skill requirements Approach how to implementation such methods Thoroughly workplace oriented learning systematic

10. The Author 9 Thank You! Dr. Hubert Vogt Accenture Strategy Senior Principal +49 175 57 60729 hubert.vogt@accenture.com Anni-Albers-Straße 11 D- 80807 München Germany Contact: